Teacher beliefs and classroom practices regarding a curriculum that is multicultural and antibias

174 Pages·2017·3.98 MB·English

Iowa State University Capstones, Theses and
Retrospective Theses and Dissertations
Dissertations
1994
Teacher beliefs and classroom practices regarding a
curriculum that is multicultural and antibias
Valerie Jarvis Samuels
Iowa State University
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Part of theBilingual, Multilingual, and Multicultural Education Commons,Curriculum and
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Commons
Recommended Citation
Samuels, Valerie Jarvis, "Teacher beliefs and classroom practices regarding a curriculum that is multicultural and antibias " (1994).
Retrospective Theses and Dissertations. 11317.
https://lib.dr.iastate.edu/rtd/11317
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Teacher beliefs and classroom practices regarding a curriculum
that is multicultural and antibias
Samuels, Valerie Jarvis, Ph.D.
Iowa State University, 1994
U M I
300 N. Zeeb Rd.
Ann Arbor, MI 48106

Teacher beliefs and classroom practices regarding a
curriculum that is multicultural and antibias
by
Valerie Jarvis Samuels
A Dissertation Submitted to the
Graduate Faculty in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF PHILOSOPHY
Department: Human Development and Family Studies
Major: Human Development and Family Studies
(Early Childhood Education)
Approved:
Signature was redacted for privacy.
Signature was redacted for privacy.
In Charge of Major Work
Signature was redacted for privacy.
For Major Department
Signature was redacted for privacy.
For the Graduate College
Iowa State University
Ames, Iowa
1994
ii
DEDICATION
To my family: my parents, Miriam and Anthony Jarvis; your continue love,
unwavering support, and spiritual solace gave me the fuel to keep onward. To my
husband, Myron Samuels; your unconditional love and support, your times of engaging
me in laughter, and your words of encouragement disguised as challenges gave me the
strength I needed to continuously press forward.
iii
TABLE OF CONTENTS
Page
GENERAL INTRODUCTION 1
Dissertation Organization 2
References 3
LITERATURE REVIEW ON EARLY CHILDHOOD EDUCATION:
PERSPECTIVES ON EDUCATION THAT IS MULTICULTURAL-ANTIBIAS
AND TEACHER BELIEFS AND PRACTICES 5
Introduction 5
Literature Review 10
Early childhood education 10
Developmentally appropriate practice 16
Multicultural and antibias education 23
Teacher beliefs and classroom practices 34
Theoretical framework 44
Summary and Conclusion 49
References 50
IMPLEMENTATION OF A CURRICULUM THAT IS MULTICULTURAL
AND ANTIBL\S: EXAMINATIONS OF TEACHER BELIEFS AND
CLASSROOM PRACTICES 60
Abstract 60
Introduction 61
Teacher beliefs and classroom practices 66
Hypotheses of the study 74
iv
Page
Methodology 74
Subjects 74
Instruments 77
Multicultural and Antibias Curriculum Assessment Survey 77
Multicultural and Antibias Curriculum Assessment Profile 78
Procedures 79
Phase I 79
Phase II 80
Phase III 81
Results 82
Psychometric properties of the instruments 83
Comparison between early childhood teachers' beliefs of
importance and perceived skill level 85
Relationship among early childhood teachers' perceptions of
importance, perceived skill levels, and observed teaching practice 85
Teacher demographic and program variables relating to teachers'
perceptions of importance, perceived skill levels, and
observed teaching practices 87
Discussion 92
Psychometric properties of the instruments 92
Relations among teachers' perceptions of importance, perceived
skill levels, observed teaching practices 92
Limitations of the study and future research directions 97
Conclusions and future implications 98
References 99
GENERAL CONCLUSIONS 116
ACKNOWLEDGEMENTS 120
APPENDIX A. CORRESPONDENCE 122
APPENDIX B. INSTRUMENTS
APPENDIX C. CODING MANUAL FOR ANTIBIAS AND
MULTICULTURAL CURRICULUM ASSESSMENT
PROFILE